OLD-Professional Development
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- PD Operations / HELC
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Effective Practices
- PL Toolkit
- PL-1 Develops Student Learning Goals
- PL-2 Data-driven instruction
- PL-3 Design Effective Lesson Plans, Units & Assessments
- I-1 Objective Driven Lessons
-
I-2 Check for Understanding
- Assess Mastery
- Begin with the End
- Checkpoints
- Chunking Text
- Closure
- Cold Call
- Exit Ticket
- Graphic Organizer
- Guided Practice
- Non-Verbal Signals
- Open-Ended Responses
- Post It
- Randomizing Responses
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student Conferences
- Student-Generated Questions
- Teach Back
-
I-3 Differentiation
- Chunking Text
- Double Plan
- Exit Ticket
- Flexible Grouping
- Graphic Organizer
- Grappling
- HOT Question
- Independent Practice
- Leveled Text
- Multimedia
- Open-Ended Responses
- Post It
- Product Menus
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student-Generated Questions
- Take a Stand
- Tiered Assignments
- Workstations
- I-4 Higher Level Thinking
-
I-5 Maximizing Instructional Time
- 100 Percent
- Academic Posture
- Call and Response
- Cold Call
- Do Now
- Entry Routine
- Exit Routine
- Job Assignments
- Material Organization
- Non-Verbal Interventions
- Non-Verbal Signals
- Open-Ended Responses
- Pacing Tools
- Right is Right
- Stretch It
- Strong Voice
- Student Conference
- Teach Back
- Tight Transitions
- Work the Clock
- Workstations
- I-6 Communicating Content/Concepts
- I-7 High Academic Expectations
-
I-8 Student Engagement
- Academic Posture
- Call and Response
- Closure
- Cold Call
- Do Now
- Engage and Connect
- Graphic Organizer
- HOT Question
- Independent Practice
- J-Factor
- Job Assignments
- Leveled Text
- Non-Verbal Signals
- Open-Ended Responses
- Product Menus
- Randomizing Responses
- Real-World Connections
- Reinforcers
- Structured Peer Conversation
- Student-Generated Questions
- Workstations
- Work Hard, Get Smart
- I-9 Classroom Management
- I-10 Classroom Climate
- Literacy Routines
- Academics
- Swivl Pilot Program
- Professional Development
Description
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Strong Voice is a practice that establishes the teacher’s authority in the classroom. It is the teacher’s ability to present themselves to their students to encourage compliance and on-task behavior. Having a strong voice makes the use of excessive consequences unnecessary.
- State clear expectations.
- Scan the room to ensure that the students are meeting the expectation.
- Use any of the five basic principles when interacting with students to establish control.
- Use Economical Language: Fewer words are better. Using too many words can distract students from the point you are trying to make. Stay calm and communicate clearly what you want.
- Command Attention: When the teacher needs students to listen, his or her words are the most important and should not compete for attention. Wait until there is no talking or rustling. Nothing continues until the teacher has everyone’s attention.
- Stay Focused: The teacher does not let students distract him or her from the topic at hand. Do not engage in chatter.
- Square up-Stand Still: When giving directions, stop moving and doing other tasks. To convey the seriousness of your directions, turn with two feet and two shoulders and make direct eye contact with the student(s) to whom you are speaking.
- Exude Quiet Power: It is instinctual for teachers to speak louder and faster if they feel they are losing control. Fight those instincts and drop to a quieter tone and pace to maintain control. Exude calm and drop one's voice so students strain to listen.
- Integrate Strong Voice into all interactions with students to establish control and authority.
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Alerts
Remember that your response to students should not cause more disruption to the teaching and learning environment than the disruptive behavior itself.
A casual tone of conversation in the classroom builds rapport with students. However, teachers need to adjust to a more formal register to communicate a sense of urgency and stress the importance of his or her message.
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Quick Tips
Give the student the opportunity to correct his/her own behavior before any more public intervention.